Distance education and Internet-centered learning have been moving at break neck speed in the past two decades. Yet research specifically geared to offer assistance to practitioners who are involved in the new instructional paradigm has not been forthcoming. It is thus clear that there is need for a discerning and actionable framework that can serve as a guide in Internet-oriented adult instruction.
This paper introduces and develops the Internet-centric Adult Instruction (IcAI), framework a theoretically-grounded approach to plan, design, or evaluate adult-oriented online courses and curricula. A focus is placed on learner, facilitator, and system processes in IcAI. The framework allows emphasis to be placed on specific local factors involved in amplifying or impeding learning gains within the particular educational context. Learning events and orientations concerned within and across each leg of the instructional triad of IcAI are also supported by the framework.
Results from an expert review and a detailed analysis of IcAI indicate that the framework offers a balanced approach for use in the development of adult-oriented online instruction. In addition, the inferences drawn from the study strengthen the understanding that it is critical to have a systematic analytical approach in the management and evaluation of Internet-based instruction for adult learners. Finally, the insights uncovered via the IcAI study highlight the importance of using theoretically-grounded approaches in the development and roll-out of instruction tailored for any educational context.
|Keywords:||Internet Instruction, Andragogy, Adult Education, Online Learning, e-Learning|
Program Director IT and International Education, Office of International Research, Education and Development (OIRED), Virginia Polytechnic Institute and State University (Virginia Tech), Blacksburg, VA, USA
The Center for State Health Policy and the Robert Wood Johnson Foundation, Rutgers, New Brunswick, NJ, USA
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